1. Content and Language
Integrated Learning:
Methodological Orientations
for a Better Practice
(Criteria for the development of materials)
Dr. Javier Barbero Andrés
Dr. Jesús Ángel González López
Dpto. de Filología
2. Methodology
All kinds of social interaction stressed.
Collaborative work.
Scaffolding.
Metacognitive skills (to think about
how they learn)
Revised Bloom´s taxonomy.
Critical thinking.
Exploratory talk.
6. Scaffolding
Teaching support.
Register adaptation.
Brainstorming so as to start.
Continuous linguistic input.
Easing tasks.
Highlighting tasks.
Students try to define.
Key words and phrases provision.
7. Scaffolding
EXAMPLE:
◦ Step 1
Teacher shows.
◦ Step 2
Teacher is helped by ss.
◦ Step 3
SS group work.
◦ Step 4
SS work independently.
11. The paper clips experiment
(filled to the brim)
Predictive basic
question:
◦ How many paper
clips can we place
into the glass before
water spills over?
12. The paper clips experiment
Basic concepts:
◦ Water molecules
bonds
◦ Attraction (drops of
water)
◦ Displacement
◦ Dome shape
◦ Oxygen expelling
13. The paper clips experiment
New predictive questions:
◦ Another container?
◦ Another type of fluid?
◦ Other invasive elements?
◦ Other ways to place
elements within the fluid?
◦ Same results?
14. What did we intend to do…?
• To provide participants with:
•The core elements of CLIL
•A well rooted methodological approach.
•Communicative language immersion.
•Skills and techniques to approach the foreign
language.
•Criteria for developing and enriching CLIL
learning materials.
• To observe CLIL as an opportunity for a new
deep and effective methodological change.